title: Quality of early parent input predicts child vocabulary 3 years later.
abstract: Children vary greatly in the number of words they know when they enter school, a major factor influencing subsequent school and workplace success. This variability is partially explained by the differential quantity of parental speech to preschoolers. However, the contexts in which young learners hear new words are also likely to vary in referential transparency; that is, in how clearly word meaning can be inferred from the immediate extralinguistic context, an aspect of input quality. To examine this aspect, we asked 218 adult participants to guess 50 parents' words from (muted) videos of their interactions with their 14- to 18-mo-old children. We found systematic differences in how easily individual parents' words could be identified purely from this socio-visual context. Differences in this kind of input quality correlated with the size of the children's vocabulary 3 y later, even after controlling for differences in input quantity. Although input quantity differed as a function of socioeconomic status, input quality (as here measured) did not, suggesting that the quality of nonverbal cues to word meaning that parents offer to their children is an individual matter, widely distributed across the population of parents.
authors.affiliation: Department of Psychology, University of Chicago, Chicago, IL 60637, USA. ericacartmill@gmail.com
authors.forename: Erica A
authors.initials: EA
authors.lastname: Cartmill
authors.forename: Benjamin F
authors.initials: BF
authors.lastname: Armstrong
authors.forename: Lila R
authors.initials: LR
authors.lastname: Gleitman
authors.forename: Susan
authors.initials: S
authors.lastname: Goldin-Meadow
authors.forename: Tamara N
authors.initials: TN
authors.lastname: Medina
authors.forename: John C
authors.initials: JC
authors.lastname: Trueswell
mesh_terms: D000328:Adult; D006801:Humans; D007802:Language; D016487:Parenting; D014825:Vocabulary
keywords: SES; language acquisition; word learning